Abstract
This study investigated Iranian intermediate EFL learners’ vocabulary learning within the paradigm of Task Based Language Teaching through instructing jigsaw and information-gap tasks. To this end, 60 intermediate EFL learners were selected. They were all female and their age range was between 16-17 years old. Then the experimental groups in which one group with the use of jigsaw and one with information-gap received task based instruction for one session each week for five weeks, while the control group experienced the same amount of instruction as ordinary classes. At the end of the study, all subjects were assigned a 50-item multiple choice vocabulary test. A one-way ANOVA was used to analyze the data. The results indicated that TBI had a significant effect ( p =.000< .05) on promoting vocabulary knowledge of Iranian intermediate EFL learners; there existed a significant difference between the experimental groups’ performances in the assigned tests, as well. The main pedagogical implication of this study is for teachers in that by involving learners in task completion and enjoying the process, learners can improve their vocabulary knowledge and accordingly their language proficiency.
Highlights
Vocabulary acquisition plays a vital role in learning languages
This study investigated Iranian intermediate EFL learners’ vocabulary learning within the paradigm of Task Based Language Teaching through instructing jigsaw and information-gap tasks
The results indicated that TBI had a significant effect (p=.000< .05) on promoting vocabulary knowledge of Iranian intermediate EFL learners; there existed a significant difference between the experimental groups’ performances in the assigned tests, as well
Summary
Vocabulary acquisition plays a vital role in learning languages It is a fundamental component of language proficiency and provides much of the basis for how well learners listen, speak, write and read (Richards &Renandya, 2002). According to Zimmerman (as cited in Decarrio, 2001), in the 1980s there has been a reorientation in language description which has led many scholars to rethink of language and the role of vocabulary The result of these studies was the debate over whether vocabulary should be taught explicitly or implicitly. While in explicit learning students engage in vocabulary activities, in implicit learning mind is focused elsewhere and vocabulary is learnt incidentally (Murcia, 2001).Due to the emergence of communicative approaches we have task – based language teaching and as Willis(1996) pointed out it is the development of communicative language teaching. This study tries to investigate the role of the first one and the third task on learning and recalling vocabulary
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